| CCSS Code e.g. RL.K.5 | OUTCOMES (Lesson Focus) What will the students know or be able to do at the end of the lesson? | ASSESSMENT How will the students demonstrate that they have accomplished the desired outcome? Please state the question that will be asked during your formative assessment. | STRATEGIES In what activities will the students be engaged to accomplish the desired outcome? Please list in the order that you will implement. | 3 HOT QUESTIONS e.g. one should be on knowledge, one on application, and one on synthesis or evaluation. |
Mon | RL.PK.1 RL.PK.2 RL.PK.3 RL.PK.4 RL.PK.5 RL.PK.7 RF.PK.1 W.PK.8
| The students will: - Track Print from left to right
- Identify sounds
- Observe teacher’s book handling skills
- Track print and illustrations from left to right
- Locate pictures on a page
- Listen and respond to stories read aloud
- Discuss story words
- Use pictures and prior knowledge
- Listen for purpose
- Determine important ideas
- Draw conclusions
- Answer questions about story
- Understand characters
- Connect text to experience
| What did the bears did wrong? (Leave the door unlocked.) | - Print awareness: Track print from left to right.
- Auditory Discrimination: Identify sounds.
- Introduce the book “The Three Bears.”
- Ask the children: Have you ever eaten oatmeal or other hot cereal for breakfast? Was it warm or cold? How did it taste?
- Discuss cottage and porridge.
- Activate prior knowledge by asking the children the following questions: Have ever seen a picture of a bear or seen a real bear at the zoo? Do real bears usually live in houses or wear clothe? What do you think the bears might be doing? Do the bears look happy or sad?
- Help the children set a purpose for listening.
- Play the story CD 1, Track 5
- Model using pictures to understand vocabulary.
- Discuss story by asking the following questions: Who visited the three bears’ house? Who’s things did Goldielocks liked the best? Why do you think she liked those the best?
- Look at pictures in page 6 and answer the following questions. How do you think Papa Bear is feeling? How is Mama Bear feeling? How is Baby Bear feeling? How would you feel if you were one of the bear? (compare it to one of the characters) What did Goldielocks do when she saw the tree bears? Why did she do that? Why was Goldielocks frightened?
- Review story vocabulary: bears, Goldielocks, big, medium-sized, small.
- Have the children answer the following questions: What noise do real bears usually make? Why do you think the little girl was named Goldielocks? Whose bowl of porridge was medium-sized ?Whose chair was small and blue? Whose bed was the great big red one?
| - Who visited the bears’ home?
- How did Baby Bear feel when they ate his porridge?
- How would you feel if you were Baby Bear?
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Tues |
| Music | Music | Music | Music |
Wed | RL.PK.4 RL.PK.10 RF.PK.2 W.PK.1 PK.G | The children will: - Track print from left to right and top to bottom
- Repeat a rhythm
- Trace a line
- Follow oral directions
- Discuss pictures
- Answer riddles
- Identify: big, large, medium, little, small
- Understand position words: over, under
- Identify categories
- Understand descriptive words: same, different
| What is over the red hat? | - Print Awareness: Track print from left to right and top to bottom.
- Auditory Discrimination: Repeat a rhythm.
- Set up game.
- Introduce “Spot the Dot.”
- Teach blue in Concept Board.
- Ask: What color is the crayon? What color of crayon did we use to color the dot for the game? What is the teacher doing? (Coloring in the shape)
- Have the children name other objects that are blue in the room.
- Discuss characteristics of objects by having the children point to different blue objects and name all of the medium-size objects objects in the Concept Board.
- Ask: How do you know the objects in the right of the Concept board are blue?
- Discuss the concept of over using Concept Board.
- Have the children answer riddles.
| - What is the teacher doing?
- Which objects are blue on the Concept Board?
- How can you tell the objects on the left of the Concept Board are blue?
|
Thurs | RI.PK.1 RI.PK.2 RI.PK.3 RI.PK.4 RI.PK.7 RI.PK.10 W.PK.3
| The children will: - Track track print from top to bottom
- Identify sounds
- Handle a book properly
- Track illustrations from left to right
- Listen and respond to stories read aloud
- Understand story vocabulary
- Follow oral directions
- Listen for a purpose and ideas
- Recall story details
- Understand characters
| Why did Goldielock ran away? | - Print awareness: Track print from top to bottom.
- Auditory discrimination: Identify sounds.
- Distribute booklets.
- Have the children discuss the cover.
- Have the children practice turning pages.
- Play CD 1, Track 6.
- Help the children complete comprehension activity by marking some pictures on page 8.
- Check comprehension and following directions by going over the questions.
| - Which picture shows when Goldielocks broke the Baby Bear’s chair? Why did she break the chair?
- Where is Baby Bear?
- How do you know that is Baby bear?
- Where does it show Goldielock running away?
- Why did she run away?
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Fri |
| Early Dismissal @ 12:00 | Early Dismissal @ 12:00 | Early Dismissal @ 12:00 | Early Dismissal @ 12:00 |
| | Bloom’s Taxonomy (HOTS Questions) -Knowledge -Comprehension -Application -Analysis -Synthesis -Evaluation | School Grade Weighting Scale:
Tests (40%): Quizzes (20%): Classwork/ Participation (15%): Homework (5%): Projects/ Portfolios (20%): | Vocabulary words for week: 1. over 6.bears 2. under 7.three 3. small 8. 4. medium-size 9. 5. big 10. | Use of Technology:
____ Smartboard
____ Student Response System
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